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Writing at Langold Dyscarr Community School

 

Why do we teach writing at Langold?

Writing is a major part of the curriculum and along with speaking, listening and reading makes a significant contribution to the development of children as thinkers and learners.

Writing involves a set of complex skills that will not develop without structured teaching and learning. Throughout Langold Dyscarr Community School the children use a variety of experiences to gain more knowledge about improving their own writing. Children read to write and write to read.

 

What are out aims when we teach writing at Langold?

The aims for our children at all key stages are that through opportunities for writing they will…

•        To learn to write with confidence, enjoyment and fluency showing creativity.

•        To write clearly and accurately for a variety of purposes and audiences, including word processing with ICT.

•        To understand the conventions of writing, including grammar, punctuation and spelling.

 

What do we use to teaching writing at Langold?

In order to teach writing, we use the programme of study for writing in the new National Curriculum 2013 which consists of two dimensions

•        Transcription (spelling and handwriting)

•        Composition (articulating ideas and structuring them into speech and writing.)

And these objectives will form the learning objectives for each unit of learning.

 

In the Foundation Unit, Writing sits within all the areas of the EYFS. Initially it is taught through communication and language so that they have the skills to communicate. They also develop their gross and fine motor skills via activities within the provision, so they are able to hold a pencil. In addition, they are  provided with a stimulating environment so they build up the skills to think, be engaged and motivated to write. (Characteristics of Effective Learning).

 

How do we teach writing at Langold?

  • Daily teaching of Writing in English.
  • The use of carefully planned units of work which encompasses the ‘Top Down’ approach which ensures that there is a clear expected outcome of all children’s writing at the end of the unit.
  • The use of a variety of methods to teach Writing to children.  For example, shared writing, modelled writing, guided writing.
  • Provide a variety of reasons and purposes for writing.
  • The use Hooks at the beginning of the writing experience to engage the children in their writing.
  • Grammar and punctuation is taught as part of the writing session or discretely as a separate lesson.
  • Foundation and Year 1 use a phonic scheme to teach spelling.
  • Spelling skills are taught from Year 2 through to Year 6 through the use of No Nonsense Spelling 2 to 3 times per week discretely.
  • A systematic approach to teaching vocabulary across the school is used by the school to ensure that pupils’ writing is rich in appropriate language to the genre that they are writing.  Tier 2 words (interesting and sophisticated words in texts, uncommon in everyday language) are taught daily.
  • Writing skills developed through all areas of the curriculum.
  • Regular writing ‘events’.

 

 

 

 

 

 

How to we ensure first quality teaching takes place?

  • Regular INSET and Staff Meeting training for all staff.
  • Regular observations and staff development following observations.
  • Observation of staff.
  • Moderation events.

 

How do we assess writing at Langold and track pupil’s progress?

  • OTrack assessment system tracks progress through the school.
  • Regular Pupil Progress Meetings with SLT.
  • The regular moderation of writing as a school or as part of the SHINE team.
  • The use of a whole school marking policy where marking is linked to Top Down Targets.
  • Writing Target Books for every child so that children are involved in their own target setting and recognising when targets are met.
  • SLT and Co-ordinator observations
  • SLT and Co-ordinator monitoring of books.
  • Use of Pupil Voice.

 

How do we support pupils who are struggling writers?

  • Small group intervention,
  • Progress closely tracked and action
  • Plans put in place
  • Intervention groups

 

How do we create a love of writing at Langold?

  • Bee Projects – Writing for different purposes and outcomes.
  • Create a rich reading environment that demonstrates the written word in all its forms and shares how writing can be used for thinking, for communication and as a means of expression. With a rich diet of quality texts and enriching experiences children will be able to find their own reasons to write and develop a style that fits the purpose, audience and form intended.
  • Ensuring children have experience of a wide range of texts within a genre as children tend to draw on their experience of reading when shaping their own writing.
  • Provide a range of meaningful opportunities to write for real purposes and audiences and to respond to writing as a reader
  • Providing Hooks to grab the children’s attention and imagination at the beginning of a unit of work e.g. dinosaur egg, dinosaur destroying the classroom
  • World Book Day/Week – A theme that runs across the school e.g. The Journey – Doors being decorated taking them into another world to grab the children’s attention and imagination.
  • Engaging the children in the writing process (shared writing).
  • Celebration of children’s work through presentation and publication.

 

 

Documents

National Curriculum

No-Nonsense Spelling

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